We claim that observational learning is especially effective in teaching students how to write hypertexts because it is this type of learning that makes it possible to make covert (“mental”) processes visible.

n general, we hypothesize that hypertext writing is beneficial for the acquisition of content knowledge as well as for writing in term of self-efficacy for writing and linear text quality, especially for learners with a relatively weaker point of departure, be it writing skills or content knowledge.

All I can think of is my journal, with all the poems I have written over the years. Left behind in the rush to leave, I have mourned it every day since, cursing myself for forgetting it.

I have buried seven husbands, three fiancés, fifteen sons and a two-week old daughter I finally agreed to have at 42 for my husband’s sake, to bring life back to his tongue after we laid our two grown, handsome sons to rest, one after the other, and grief took all his words away. Our daughter did not die because of a bullet or mortar shell or carbomb, like my father, sister, brother, cousin, mother, neighbor, pharmacist, teacher. She died because the siege had cut off not only our food and electricity, but also our medicine and medical supplies.